Results of these two studies revealed that mean percentage scores were higher once the model was introduced for all behavior concepts and/or components. The BDMM was effective at teaching preservice teachers to define and validate problem behavior. In addition, appropriate decision-making was demonstrated in contexts where instruction was not provided with respect to critiquing published research articles and in an applied project. Overall comments from the group indicated that they felt the videotapes and applications were helpful in making appropriate decisions regarding problem behavior. Discussion includes future directions and potential contributions of the decision-making model.